ABSTRACT
This dissertation presents a critical analysis of the National Pact for Literacy in the
Right Age, created by Law 14,026/2007 and implemented in 2012, a commitment
signed by the federal government, states and municipalities, with the aim of
guaranteeing full literacy of all Brazilian children by the end of the 3rd year of
elementary school I, at 8 years of age; the training of teachers responsible for the
training of children in the literacy phase, from the 1st to 3rd grades; distribution of
teaching materials to literacy teachers; and the application of a national evaluation:
National Assessment of Learning, which proposes to verify the learning of the children
who completed this stage. In this research, we aim to analyze the policy of the National
Pact for Literacy in the Right Age, with a view to clarifying how and to what extent this
program is located in the context of the Structural Crisis of Capital. From the
perspective of understanding the bases and historical dimensions that pass through
the National Pact for Literacy in the Right Age, we start from the elaboration of a
theoretical-methodological framework to understand the social totality and its
determinants. For this, we use an over-criticism-Marxian, referential that allows us to
reveal as contradictions and determinants of the real. We emphasize that access to
public school and literacy contents are necessary conditions for the current integration
of individuals in the school environment and even in society, in which they have opened
the doors to the learning process during the school life of the students. Under the terms
of the National Pact for Literacy in the Right Age we can conclude, in general terms,
that the way the policy is established is not enough to break the barrier of social
forgetfulness, which is imposed on this part of the population in social vulnerability:
children living in the shadows, renegades, hidden, whose existence is only recognized
as a number, a simple statistical data. Without intending to exhaust this theme, we
propose to present a critique of literacy policy, orienting an emancipatory educational
practice, in the direction of understanding the elements necessary for the effective
overcoming of the bourgeois order and the concretization of human emancipation.
Keywords: Structural crisis of capital. Training policy for literacy teachers. National
Pact for Literacy at the Right Age.
